The Impact of the Van Hiele Model in Correcting Mathematical Misconceptions Among 10th Grade Students
This study aimed to reveal the Impact of the Van Hiele model in correcting misconceptions in Geometry construction among tenth grade primary students in the Directorate of Education in South Hebron. The experimental methodology was used where an stratified sample of (44) female students from Dura Girls' Vocational Secondary School was distributed into two groups of 22 students each. The experimental group was taught using Van Hiele's model, and the control group was taught in the usual way. The study was conducted during the first semester of the 2020/2021 academic year. A test tool was built to correct misconceptions.
The results of the study showed that there were statistically significant differences in the test of correcting misconceptions among the students in favor of the experimental group that was taught using the Van Hiele model, and the presence of statistically significant differences according to the academic achievement variable, and in favor of the group with high achievement, and the absence of statistically significant differences according to the interaction between the teaching method And academic achievement.In light of these results, the study recommended the necessity of employing the Van Hiele model, the importance of training mathematics teachers to use it in teaching mathematics, and the necessity of conducting further studies on the Van Hiele model using dependent variables.